Music performance anxiety and its relationship with social phobia and dimensions of perfectionism

Dobos, Bianka; Pikó, Bettina; Kenny, Dianna T.

doi:10.1177/1321103x18804295

Cited by 60 publications

(89 citation statements)

References 89 publications

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“…Maladaptive perfectionism was measured with the Hungarian version of the Frost Multidimensional Perfectionism Scale (Frost et al, 1990). The scale was adapted and previously applied in Hungarian populations (Dobos, Piko & Kenny, 2019). Respondents answered the 35 items on a five‐point scale (1 = strongly disagree to 5 = strongly agree).…”

Section: Methodsmentioning

confidence: 99%

What makes university students perfectionists? The role of childhood trauma, emotional dysregulation, academic anxiety, and social support

Dobos

Pikó

Mellor

2021

Scandinavian J Psychology

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While most studies concentrate on the negative psychological consequences of perfectionism, we know less about its antecedents. This study examined the relationship between adverse childhood experiences, difficulties in emotion regulation, academic anxiety and social support and maladaptive perfectionism among university students. A large sample of 1,750 students (81% female; M = 21.6 years, SD = 4.8) completed an online self‐report survey assessing these constructs. Relative to males, female participants recorded higher scores for difficulties in emotion regulation, perceived social support and debilitating anxiety but not for perfectionism. In line with previous studies, perfectionism was positively related to difficulties in emotion regulation and childhood trauma, with the former being the stronger predictive variable. Debilitating academic anxiety was also a positive but much weaker contributor. In contrast, perceived social support was a significant negative predictor of perfectionism, suggesting that perfectionists can benefit from social connections. Age and gender did not play a role in perfectionism scores. These findings draw attention to the predictive role of emotion regulation and childhood adverse experiences in maladaptive perfectionism and stimulate further research into exploring its association with social support and test anxiety.

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Section: Methodsmentioning

confidence: 99%

What makes university students perfectionists? The role of childhood trauma, emotional dysregulation, academic anxiety, and social support

Dobos

Pikó

Mellor

2021

Scandinavian J Psychology

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“…The impact of academic cognitive load and the specifics of academic anxiety in the field of music pedagogy has not been properly considered despite the fact that these topics have been carefully studied by researchers for the natural sciences and humanities learning cycle [11,30,31]. In this case, our research cannot be considered a fullfledged study as this area has only partially been covered.…”

Section: Discussionmentioning

confidence: 99%

Education and Music Culture in the Context of Web 2.0

Revenko

2021

Int. J. Emerg. Technol. Learn.

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Total digitalization of culture requires the extensive integration of Web 2.0 ser-vices and capabilities into music education. The penetration of digital technologies is not reduced to the technologies for fixing and distributing musical works or the means of their broadcasting but also dramatically transforms the process of creat-ing musical works. Web 2.0 offers a new distributed creativity culture and pro-vides musicians with specific opportunities to work and distribute creative prod-ucts. The study is devoted to the integration of music education and the services and opportunities that Web 2.0 provides to the mass audience (free specialized and non-specialized services), its impact on the quality of music education, as well as on the most important psychological parameters of students of music uni-versities. The study involved 150 students of R. Glier Kyiv Municipal Academy of Music (Kyiv, Ukraine); there were three groups of 50 participants: two exper-imental groups and a control one. In Experimental Group 1, training was partially integrated with Web 2.0 services; in Experimental Group 2, there was a more complete and structured integration. Based on the results of semester training and the objective test scores, a significant increase in the results of experimental groups was observed (an increase by 1.3 points in Group 1 and 2.84 points in Group 2 on a 5-point scale); Group 2 demonstrated a more significant improve-ment. The subjective assessment of the level of involvement, motivation and anx-iety showed a statistically significant decrease in academic anxiety in the experi-mental groups (2.99 and 2.01 compared to 3.98 in the control group, respective-ly) and a statistically significant increase in motivation and involvement in the group with deep integration of Web 2.0 services (Experimental Group 2). The hypothesis of the study that deep integration of Web 2.0 services and capabilities into music education will increase objective academic results, motivation and stu-dent involvement has been fully confirmed. It has also been revealed that it helps students reduce academic anxiety. The research results can be used as a basis for further research and in the course of the development of music education curricu-la based on online learning, mobile learning and the integration of music learning into a digital environment.

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“…There are not many studies about comorbidities in MPA. The literature results indicate that the specific phobia, generalized anxiety disorder, panic disorder with/ without agoraphobia, and major depression disorder (but not dysthymia) are the common comorbidities [3,52].…”

Section: Comorbiditiesmentioning

confidence: 99%

Musical Performance Anxiety (MPA)

Rocha¹

2021

Anxiety Disorders - The New Achievements

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The musical practice is an extremely complex activity that involves a series of cognitive abilities and functions, among them are hearing, memory, motor coordination, attention, affection, mathematical calculation, and the association of all of these concomitantly, including situations of public exposure. Because of this, musical performance is particularly susceptive to anxiety symptoms. Musical performance anxiety (MPA) is defined as an experience of persistent and distressing apprehension and/or real prejudice of the performance abilities in a public context in an unjustifiable degree given the individual musical aptitude and preparation level. It prevails more commonly on the female gender in a 3:1 proportion and affects about 20% of the professional musicians. In the present chapter, its main etiologies and psychic mechanisms, evaluation instruments, as well as the current therapeutic strategies available will be presented.

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Music performance anxiety and its relationship with social phobia and dimensions of perfectionism

Cited by 60 publications

References 89 publications

What makes university students perfectionists? The role of childhood trauma, emotional dysregulation, academic anxiety, and social support

What makes university students perfectionists? The role of childhood trauma, emotional dysregulation, academic anxiety, and social support

Education and Music Culture in the Context of Web 2.0

Musical Performance Anxiety (MPA)

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